scholarly journals Matematikklæreres refleksjoner om egne undervisningsutfordringer

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Marianne Maugesten ◽  
Reidar Mosvold ◽  
Janne Fauskanger
Keyword(s):  
Content Knowledge ◽  
Mathematics Teaching ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Language Teachers ◽  
Mathematical Tasks ◽  
Second Grade ◽  
Specialized Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge For Teaching

Matematikkundervisning stiller krav til matematikkfaglig og matematikkdidaktisk kunnskap. Mens mange forskere har studert kunnskapen lærere har, eller den kunn­skapen de bruker i undervisningen, retter denne studien fokuset mot hvilke matematiske undervisningsutfordringer som er i fokus når lærere reflekterer over egen matematikk­undervisning, og hvilke deler av den profesjonelle kunnskapsbasen de trekker inn i refleksjonene. Andretrinnslærerne i denne studien reflekterer omkring mange sentrale matematiske undervisningsutfordringer, men det matematiske fokuset i refleksjonene er ofte uklart – selv når de reflekterer over undervisningsutfordringer som stiller krav til spesialisert matematisk kunnskap. Resultatene fra studien indikerer også at lærerne ofte bruker et upresist og hverdagslig språk når de reflekterer over egen matematikk­undervisning. Nøkkelord: matematiske undervisningsutfordringer, undervisningskunnskap, tallforståelse   Mathematics teachers’ reflections about experienced tasks of teaching   Abstract Teaching requires a special content knowledge as well as pedagogical content knowledge. Whereas many studies have investigated the knowledge teachers have or use in teaching, this study investigates what mathematical tasks of teaching that are in focus when teachers reflect on their own mathematics teaching, and what aspects of the professional knowledge base they draw upon. The second grade teachers in this study reflect on several core tasks of teaching mathematics, but their reflections tend to have an unclear mathematical focus — even when they reflect upon tasks of teaching that require specialized content knowledge. The results from this study also indicate that the language teachers use to reflect on their own mathematics teaching tends to lack precision and rigor. Keywords: mathematical tasks of teaching, mathematical knowledge for teaching, number sense

An Empirical Study of the Dimensionality of the Mathematical Knowledge for Teaching Construct

2018 ◽  
Vol 70 (5) ◽  
pp. 485-497 ◽  
Author(s):  
Yasemin Copur-Gencturk ◽  
Tammy Tolar ◽  
Erik Jacobson ◽  
Weihua Fan
Keyword(s):  
Elementary School Teachers ◽  
Content Knowledge ◽  
Mathematical Knowledge ◽  
Secondary Analysis ◽  
Mathematical Knowledge For Teaching ◽  
Upper Elementary ◽  
Specialized Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
Content Knowledge For Teaching

This study explores the dimensionality of mathematical knowledge needed by elementary school teachers. Specifically, we focus on the construct of Mathematical Knowledge for Teaching to investigate whether common mathematical content knowledge (the generic mathematical knowledge that is held by an educated adult), specialized content knowledge (the content knowledge that is unique to teaching), and pedagogical content knowledge (knowledge of the content, students, and teaching) can be distinguished empirically. Findings from a secondary analysis of data collected from upper elementary teachers in the Measures of Effective Teaching project ( N = 397) suggest the most parsimonious explanation of Mathematical Knowledge for Teaching construct is that it is unidimensional. We argue, based on the findings and limitations we identified, that researchers should reconsider both the structure of the components that make up the content knowledge for teaching and the effects of item design on the dimensionality of the construct.

scholarly journals Matematiikan opettajankoulutuksen arviointipohjainen kehittäminen

2015 ◽  
Vol 3 (6) ◽  
pp. 925-947
Author(s):  
Mika Koponen ◽  
Mervi Asikainen ◽  
Antti Viholainen ◽  
E Pekka Hirvonen
Keyword(s):  
Content Knowledge ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Specialized Content Knowledge ◽  
Knowledge For Teaching ◽  
Common Content

Mathematical Knowledge for Teaching (MKT) opettajantiedon mallin mukaan opettajat tarvitsevat kuudenlaista tietoa matematiikan opettamisessa. Selvitimme kyselytutkimuksen avulla opettajankouluttajien (N=19) ja työssä olevien matematiikanopettajien (N=101) näkemyksiä Itä-Suomen yliopiston matematiikan opettajankoulutusohjelman kehittämisen perustaksi. Kyselyn suunnittelussa ja aineiston analysoinnissa hyödynsimme MKT-mallin osa-alueita. Tulosten perusteella valtaosa opettajankouluttajista koki, että heidän opettamansa kurssit eivät parhaalla mahdollisella tavalla tue opettajankoulutuksen tavoitteita, esimerkiksi opetussisältöjen osalta. Monet työssä olevat matematiikanopettajat näkivät asian samalla tavoin. Heidän mukaansa matemaattisten sisältöjen opetuksen painopisteenä on niin sanottu puhdas matematiikka (Common Content Knowledge), joskin myös siinä oli pieniä puutteita. Useat työssä olevat matematiikan opettajat esittivät, että koulutusohjelman tulisi sisältää nykyisten sisältöjen lisäksi opettajan työn kannalta tärkeää erityistä matemaattista tietoa (Specialized Content Knowledge). Vastanneiden opettajien mielestä ainelaitoksen opintoja tulisi eriyttää tulevien opettajien ja tulevien matemaatikoiden osalta. Artikkelissamme saatuja tuloksia käsitellään ainelaitoksen toiminnan näkökulmasta, samoin kerromme millaisia kehittämistoimenpiteitä tehtyjen johtopäätösten pohjalta on jo toteutettu.

scholarly journals Mathematical modeling and discussions on knowledge for teaching: interactions towards the continuing education of mathematics teachers

Horizontes ◽  
2017 ◽  
Vol 35 (2) ◽  
pp. 7-16
Author(s):  
Rogério Marques Ribeiro ◽  
Arthur Belford Powell ◽  
Ademir Donizeti Caldeira
Keyword(s):  
Mathematical Modeling ◽  
Continuing Education ◽  
Content Knowledge ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Early Years ◽  
Teaching Model ◽  
Specialized Content Knowledge ◽  
Knowledge For Teaching ◽  
Content Knowledge For Teaching

In this article, we present our reflections on some of the interactions between Mathematical Modeling and the discussions concerning the professional knowledge of teachers. These interactions, as proposed through the continuing education of early years teachers, show that coordination between these two fields is beneficial to the training of educators, both facilitating the learning of mathematical content and contributing in various ways to the development of skills used to investigate and understand the role mathematics plays in society. Furthermore, the article highlights how these discussions have proved valuable in allowing teachers to understand the importance of possessing specialized content knowledge for teaching mathematics, as posited in the Mathematical Knowledge for Teaching model, developed by Ball, Thames and Phelps (2008).

Mathematics Teachers’ Learning: Identifying Key Learning Opportunities Linked to Teachers’ Knowledge Growth

2019 ◽  
Vol 56 (5) ◽  
pp. 1590-1628 ◽  
Author(s):  
Yasemin Copur-Gencturk ◽  
Debra Plowman ◽  
Haiyan Bai
Keyword(s):  
Content Knowledge ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Learning Opportunities ◽  
Knowledge For Teaching ◽  
Mathematics Problems ◽  
Knowledge Growth ◽  
Mathematics And Science ◽  
Core Features

This study examines the role of several key features of professional development (PD) in bringing about changes in teachers’ mathematical knowledge for teaching. Artifacts (e.g., PD tasks, materials, and agendas) of the PD activities completed by 542 teachers in 21 different Mathematics and Science Partnership programs were coded based on the core features of PD identified in earlier literature. Multilevel analyses examined whether the programs’ focus on specific components of teacher knowledge (e.g., knowledge of mathematics teaching) and specific strategies for implementing the PD content (e.g., examining students’ work and solving mathematics problems) were related to gains in teachers’ mathematical knowledge. The results showed that a focus on curricular content knowledge and examining students’ work were significantly related to teachers’ learning. Implications for research and teacher education are discussed.

scholarly journals SOUTH AFRICAN TEACHERS’ MATHEMATICAL KNOWLEDGE: REFLECTIONS FROM SHORT LEARNING INTERVENTION PROGRAMME (SLIP)

2019 ◽  
Vol 77 (6) ◽  
pp. 705-721
Author(s):  
Loyiso C. Jita ◽  
Olugbenga Adedayo Ige
Keyword(s):  
South African ◽  
Content Knowledge ◽  
Lesson Study ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Study Groups ◽  
Intervention Programme ◽  
Knowledge For Teaching ◽  
Learning Intervention ◽  
And Mathematics

This qualitative research reports the results of a short learning intervention programme conducted by South African National Roads Agency Limited (SANRAL) Chair in Science and Mathematics Education to enhance the mathematical knowledge of teachers in some South African schools. The short learning programme comprised the fostering of teachers’ mathematical knowledge and the formation of lesson study groups to apply the knowledge gained from the intervention programme in different schools in the country. The sample comprised 53 male and 72 female Mathematics teachers who were nominated from several school districts in the country. The participants were trained using Mathematical Knowledge for Teaching (MKT) which included the topics of probability/ratio and proportion (grades 1-9). The MKT consisted of these sets of expertise: Common Content Knowledge (CCK), Specialised Content Knowledge (SCK), Knowledge of Contents and Students (KCS), and Knowledge of Content and Teaching (KCT). The lesson study groups applied the knowledge acquired from the short learning intervention programme to engage in group activities, lesson studies, and to report the major challenges in doing the lesson studies. This model research comprised three stages: the first stage involved active participation in the workshops that took place at the University of the Free State; the teachers that attended the training workshops implemented the knowledge gained in the respective schools in their districts in the second stage; and the third stage involved the compilation and submission of a Portfolio of Evidence (PoE) by the teachers that participated in the training workshops. Keywords: mathematical knowledge, short learning intervention programme, South African teachers.

scholarly journals DEVELOPING A QUESTIONNAIRE TO ASSESS THE PROBABILITY CONTENT KNOWLEDGE OF PROSPECTIVE PRIMARY SCHOOL TEACHERS

2016 ◽  
Vol 15 (2) ◽  
pp. 197-215
Author(s):  
EMILSE GÓMEZ-TORRES ◽  
CARMEN BATANERO ◽  
CARMEN DÍAZ ◽  
JOSÉ MIGUEL CONTRERAS
Keyword(s):  
Education Research ◽  
Primary School ◽  
Content Knowledge ◽  
Mathematical Knowledge ◽  
Statistics Education ◽  
Mathematical Knowledge For Teaching ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge For Teaching ◽  
Research Journal

In this paper we describe the development of a questionnaire designed to assess the probability content knowledge of prospective primary school teachers. Three components of mathematical knowledge for teaching and three different meanings of probability (classical, frequentist and subjective) are considered. The questionnaire content is based on curricular guidelines and primary school textbooks in Spain. The items were selected and adapted, after expert judgment, from previous research. The responses of 157 prospective primary school teachers were used to analyze the psychometric properties of the questionnaire and to provide information about various aspects of participants’ probability content knowledge. First published November 2016 at Statistics Education Research Journal Archives

scholarly journals Pre-service teacher’s mathematical knowledge for teaching in problem-based learning

2020 ◽  
Vol 5 (2) ◽  
pp. 160-174
Author(s):  
Ifada Novikasari
Keyword(s):  
Content Knowledge ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Problem Based Learning ◽  
Learning Activities ◽  
Student Centered ◽  
Mathematical Structures ◽  
Knowledge For Teaching ◽  
Authentic Problems ◽  
And Mathematics

Mathematical Knowledge for Teaching (MKT), comprising Mathematics Content Knowledge (MCK) and Mathematics Pedagogy Content Knowledge (MPCK), is essential for pre-service teachers. However, numerous studies have shown that pre-service teachers are weak in content and difficult to plan to teach. Therefore, a shifting effort dealing with the learning activities within the teacher training program from a teacher-centered to student-centered approach should be made. One learning model succeeding in the student-centered approach is Problem-Based Learning (PBL). Studies on PBL as an effort to improve the MCK and MPCK of pre-service teachers have never been done before. There were two models of PBL applied in this experimental study: PBL with authentic problems (PBL1) and PBL with authentic problems and teaching practices (PBL2). The aspects of MCK studied are knowing, applying, and reasoning. While the aspects of MPCK are creating representation for the explanation, understanding mathematical structures, and anticipating students' thinking. The results of the study showed that there were significant differences between MCK and MPCK achievements in PBL1, PBL2, and conventional learning classes conventional. PBL1 and PBL2 classes were considered superiors since the pre-service teachers predominantly control the learning activities and were active in finding solutions. Hence, there were differences in the effect of the learning models on the aspects of MCK and MPCK.

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